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... und andere community-basierte Events, Initiativen & Projekte der Netz- und E-Learning-Kultur
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4. – 15. Juni 2012: Learning Analytics | OpenCourse 2012

4. – 15. Juni 2012: Learning Analytics | OpenCourse 2012 | barcamps, educamps. opencourses, moocs | Scoop.it

Learning Analytics, so heißt es im Horizon Report 2012, “bezeichnet die Interpretation verschiedenster Daten, die von Studierenden produziert oder für sie erhoben werden, um Lernfortschritte zu messen, zukünftige Leistungen vorauszuberechnen und potenzielle Problembereiche aufzudecken”. Das Thema rückt auf die Agenda, weil heute fast alle Lernangebote und -prozesse, selbst Präsenzveranstaltungen, über das Netz organisiert werden. Studierende bearbeiten online Programme und Seiten, absolvieren Tests, schreiben in Chats, Foren und Wikis und tauschen sich auf Community-Plattformen untereinander und mit den Lehrenden aus. Lehrende können sich auf dieser Grundlage ein genaues Bild machen: über die Aktivitäten der Studierenden, ihre Lernfortschritte wie über die Qualität und Akzeptanz ihres Kursdesign und ihrer Lehrmaterialien.

...

Learning Analytics basiert auf Technologien, Tools und offenen Schnittstellen zwischen Systemen. Erste Tools auf diesem Feld stellen nicht nur weitere Daten (“big data”) zur Verfügung, sondern bereiten diese zielgerichtet und visuell auf. Im Idealfall wird Learning Analytics so zum Ausgangspunkt, um Bildungsteilnehmern (nicht nur Studierenden!) individuell, unmittelbar und punktgenau Feedback und Support zu geben; und um Lernumgebungen, Lernszenarien und Lerninhalte immer wieder anzupassen und zu verbessern.

...

Learning Analytics provoziert zugleich bekannte Fragen: Wem gehören eigentlich die Daten? Was ist mit dem Datenschutz und dem Recht auf Privatsphäre? Was unterscheidet Learning Analytics von Bildungsreporting und -controlling? Wie können die Perspektiven einer Bildungsorganisation, des Lehrenden und des Lernenden aufeinander abgestimmt werden?

..

"Daten, Daten, Daten und deren Interpretation werden uns in Zukunft auch im Lern- und Lehrbereich stark beschäftigen, wiewohl es durchaus auch Gefahren in sich birgt, die in Folie 24 mit dem Informatiker-Sprichwort frei nach Peter Purgathofer zum Ausdruck kommt “Alles was mit Daten passieren kann, wird auch passieren“.

...

Die Folien der Live-Session mit Martin Ebner
http://elearningblog.tugraz.at/archives/5312

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Die Aufzeichnung der Adobe Connect Sitzung:
http://connect8.iwm-kmrc.de/opco12/

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twitter Kommentar:
https://twitter.com/#!/search/%23opco12#

...
Sabine Hueber ‏@designeon
@Bildungsjunkie Also unbedingt die Aufzeichnung anschauen. Da haben sich die Beiträge fast überschlagen. :-) #opco12 

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:: The Internet Changes Wednesday, But Most People Won't Notice ::

:: The Internet Changes Wednesday, But Most People Won't Notice :: | barcamps, educamps. opencourses, moocs | Scoop.it
With IP addresses now depleted, the Internet Society is leading the launch of IPv6 to allow the web to continue growing.
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Easy HTML5 Video : HTML 5 Video Converter

Easy HTML5 Video : HTML 5 Video Converter | barcamps, educamps. opencourses, moocs | Scoop.it
Best Tool For Integrating HTML5 Video in Your Website http://t.co/MLRu7hFX Arcade Fire Video Html 5...
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Top 20 Free Open Source Social Networking Software | Honeytech Blog

Social Networking had forever been a chief idea of human relationships and it existed since time long time. However the world woke up and had a notice on it only with the inception of popular sites like Twitter, Facebook, Orkut and MySpace.
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Endlich komplette Übersicht der Trainerwerkzeuge in Moodle

Endlich komplette Übersicht der Trainerwerkzeuge in Moodle | barcamps, educamps. opencourses, moocs | Scoop.it

Moodle verfügt über eine umfassende Palette von Werkzeugen, um Inhalte und Lernprozesse abzubilden. Die Vielzahl macht es manchmal gar nicht so einfach eine Auswahl zu treffen. Joyce Setzinger hat vor einiger Zeit ein Plakat erstellt und die verschiedenen Werkzeuge dargestellt und kurz bewertet. Gavon Henrick hat das Plakat für Moodle 2 erweitert und eLeDia hat es nun in einer deutschen Fassung überarbeitet und bereitgestellt.

...

Die beiden Din A2 Plakate stehen zum Download zurVerfügung. Sie sind unter der freien Creative Commons Lizenz (BY-NC-SA) veröffentlicht. Link zum Download:

http://eledia.de/docs/media/Moodle2ToolGuide_v2_de.pdf

 

 


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TravelinEdMan: There's a whole lot of MOOC going on! - The World Is Open

TravelinEdMan: There's a whole lot of MOOC going on! - The World Is Open | barcamps, educamps. opencourses, moocs | Scoop.it

Seems much is happening in the MOOC (i.e., Massive Open Online Course) world and in open education in general. The field is brimming with VC announcements and partnerships. As these appear, there are juicy debates about what the field is and what it should enable people to do. Of course, some of the debate is coming from those who have had a MOOC-like experience in the past and have concerns about how it is being portrayed today.

...

Suffice to say, that the field, whatever its name, is hot. Sizzle. Sizzle. Zap. Zap. If you don't watch out, you're gonna get your fingers burned. Much about open education has been in the news the past week or two, including the announcement of edX. "MIT and Harvard have committed to a combined $60 million ($30 million each) in institutional support, grants and philanthropy to launch the collaboration." Did I hear $60 million? Yes. And the goal is not just delivery of online courses to the masses, but to also conduct research on human learning and online instruction as well. Of course, edX comes after all the fanfare of other ventures like Udacity, Coursera, etc.

https://www.coursera.org/

 

..

...

So much to read, watch, and listen to. As I stated in my previous blog post, it is getting extremely difficult to keeo up. But attempt to keep up, we must.

:::

http://www.engadget.com/2012/05/02/mit-and-harvard-announce-edx-web-education-platform-make-online/

 

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MOOC Learning Design: What does participatory design look like in open learning?

MOOC Learning Design: What does participatory design look like in open learning? | barcamps, educamps. opencourses, moocs | Scoop.it
Constructivist is what constructivist explores I am in the process of constructing a week of activities on ICT4D (and Mobile for Development-M4d) for the next installment of the MobiMOOC scheduled ...

...

There is a good introduction to participatory design in ICT4D here.

http://www.lkl.ac.uk/niall/teaching/MSc-LT/TMUL/TMUL_Spring2011_Lecture03.pdf

 

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How realistic this approach might be remains to be seen, but it could potentially reveal some of the following:

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*** emerging agenda and fluidity-an ability to shift mid-course if opportunities present themselves. Not just in terms of discussion, but in the curriculum itself.

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*** accelerated and greater concentration of discussion-this is just a hunch, but a socially negotiated, participatory process for learning design would presumably result in a more engaged participation base.

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*** weak-tie>strong-tie communities and social relationships-I suspect that such a jointly designed process would result in a general transitioning from a weak-tie network to a strong-tie one, or at least some subdivision of a stronger-tie network. In short, forged communities emerging from negotiated learning. This might lead to communities that well outlive the course itself, as was the case with the first MobiMOOC.

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*** Developing regions (and other learning communities) empowered to create their own research agendas. Such an approach would presumably demand relevancy to local needs, learning needs, etc.
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The Challenge for MobiMOOC: Open Now or Later?

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So, after all this explanation, I am left with either opening the emerging learning structure now and jointly collaborating towards a negotiated agenda (assuming anyone would even be interested in such an approach), or open it once the course is open and the activities are structured closer to complete.

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The learning objectives as of right now (as in I just typed them) are to:

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*** understand the current state of M4D in developing regions

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*** understand the general facets of a successful M4D project

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*** learn how to evaluate existing M4D projects to determine impact

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*** use or understand how Frontline SMS could be used for your own mLearning project

http://www.frontlinesms.com/

 

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The first three are more conceptual so a good open structure would be more than appropriate for contextualizing discussion and learning activities. The fourth one, the Frontline SMS one, is a bit more applied, so it would be a mix of structural and constructivist learning taking place there. Participants wouldn’t need to know how to successfully implement Frontline SMS, but rather know how it works and where it can be applied.

???

So, where does the openness come in to this design equation?


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Summarizing All MOOCs in One Slide: Market, Open and Dewey. crucial difference: #OER

Summarizing All MOOCs in One Slide: Market, Open and Dewey. crucial difference: #OER | barcamps, educamps. opencourses, moocs | Scoop.it

Last week, I proposed a 2x2 framework summarizing the field of education technology, which asked two questions 1) Are you trying to make a billion dollars? And 2) Do you believe education can be delivered? From these two questions, we get three categories for all EdTech ventures: Market, Open, and Dewey.

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***Market

The most well-known efforts at MOOCs at this point are the two major for-profit platforms, Udacity (1) and Coursera (2), and the soon to be launched EdX (3). On the whole, all three platforms appear poised to offer courses focusing on content delivery. For instance, Sebastian Thrun's Introduction to Artificial Intelligence (4), the course that served as precursor to Udacity, consisted of a series of lectures with concepts to be mastered, a discussion forum for the clarification of those concepts, and assessments that evaluate mastery of those concepts. The assessments were designed in such a way so that they could be graded computationally. Coursera's offerings are along the same line. As they say in their pitch: "watch high quality lectures, achieve mastery via interactive exercises, and collaborate with a global community of students."

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(1)

http://www.udacity.com/

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(2)

https://www.coursera.org

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(3)

http://www.edxonline.org/

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(4)

https://www.ai-class.com/

 

...

 

***Open

The crucial difference between EdX and Udacity/Coursera has to do with "Openness." The original MOOCs, which I will discuss more in a moment, were "open" in two respects. First, they were open enrollment to students outside the hosting university. That is open as in "open registration." Second, the materials of the course were licensed using Creative Commons licenses so their materials could be remixed and reused by others. That is open as in "open license." Udacity and Coursera are Open in the "open registration" sense, but their materials, lectures, assessments and so forth have a standard copyright. EdX has at least committed to making its underlying learning system available through open source licensing, and given the history of MIT's OpenCourseWare, it also appears that the course materials will be CC licensed. (I can't confirm this by reading their Website online. I have an email into EdX.)

It is very important to note that if we persist in using the term MOOC to describe the for-profit, proprietary ventures, then we will be diluting the meaning of "open" in the original acronym, probably to the detriment of the Open Educational Resources movement. Perhaps proprietary courses should be called MOCs (and perhaps they should be mocked...)
... 
***Dewey

So that covers the "learning as delivery" folks, but what about the "learning as experience" folks? These are actually the original creators of the MOOC, going back to 2007, several years before Thrun's class. A full history of these MOOCs is kept at MOOC.ca. (5) Folks like George Siemens, Stephen Downes, David Wiley, and Jim Groom have been offering MOOCs for several years, with a very different flavor and aim. These courses are designed to bring people together for learning experiences, rather than to deliver a discrete set of learning objectives to be mastered. Stephen Downes goes so far to say that the "content is a MacGuffin" (6) , the thing that brings people together so that the real learning can happen through dialogue, interaction, and exploration.

For my money (which isn't much, because these things are free), Jim Groom's course on Digital Storytelling, DS106.us (7), is the most exciting and fascinating of these entries. Students develop and complete a wide variety of assignments requiring creative express, technical skills, and artistic insights. The point is to inspire a cadre of Internauts to explore and develop emerging modes of creative expression, not to master a discrete set of material. Jim Groom posted a blog entry  (8) recently about a student who, a full year after the course, was still working through all of the assignment options. The #ds106  (9) hashtag on twitter is alive year round with sharing, connecting, and supporting. The passion that Jim and his students have for their endeavors compels serious reflection about how MOOCs can do more than scale up the delivery of survey courses. 
...

(5)

http://mooc.ca/

...

(6)

http://www.downes.ca/post/57911

 

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(7)

http://DS106.us/

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(8)

http://bavatuesdays.com/sarah-kountz-is-a-ds106-kung-fu-master/

(9)
https://twitter.com/#!/search/%23ds106

 

 


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Danke für diese hilfreiche Reflexion der verschiedenen MOOC-Formen! Es wird immer interessanter und spannender!
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the problem with EdX: a MOOC by any other name? The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era

the problem with EdX: a MOOC by any other name? The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era | barcamps, educamps. opencourses, moocs | Scoop.it

We live in a time when frictionless sharing of information makes massive open courses possible. And when learning analytics make massive amounts of data available from any online venture. These things are going to affect academia, make no mistake, and our current institutional models – our business models, our learning models, and our research models – are all going to have to adapt in response.

...

Until this sudden explosion of major institutional interest in the idea of Massive Open Online Courses, I’d thought the adaptation might actually move in the direction of – gasp – complexity.

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The original MOOCs – the connectivist MOOCs a la Siemens & Downes, and the work of David Wiley and Alec Couros and others – have been, for the most part, about harnessing the capacity of participatory media to connect people and ideas. They’ve been built around lateral, distributed structures, encouraging blog posts and extensive peer-to-peer discussion formats. Even in live sessions showcasing facilitator’s expertise, these ur-MOOCs have tended towards lively backchannel chats, exploring participants’ knowledge and experiences and ideas.

...

They’ve been, in short, actively modelled on the Internet itself. They’ve been experiential and user-driven. Their openness hasn’t stopped at registration capacity, but extended to curricular tangents and participatory contributions and above all, to connections: they’ve given learners not just access to information but to networks.

They’ve been messy, sometimes, but they have definitely not been business as usual.

...

The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions.

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Those who complete the courses will get a certificate of mastery, and a grade. Their data will be harvested to determine what learning methods help them succeed.

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I see value in this, and suspect that for many it will open doors. But.

If you want to deliver mass courses to enormous numbers of people, and mastery and measurable, extrinsic success are your aims, you will be inclined to keep your offerings to the concrete and the certain. Some types of knowledge are privileged in this kind of decision-making climate. Experimental, experiential knowledge tends not to be.

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Particularly when the course delivery is itself an experimental undertaking to which sizable reputations – in this case, the good names of Harvard and MIT – have been attached.

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Selecting meaningful #socialmedia tools for a #MOOC or #PLN #opco12

Selecting meaningful #socialmedia tools for a #MOOC or #PLN #opco12 | barcamps, educamps. opencourses, moocs | Scoop.it

POSTED BY IGNATIA/INGE DE WAARD, 2 MAY, 2012
http://www.blogger.com/profile/03170929012404880320

... 

A big part of setting up an open, online course (e.g. MOOC), or gearing up for a Personal Learning Network (PLN) is the selection of meaning social media tools. In order to get an overview of the big families in social media, I started to make a list for my own comprehension and future selection. A added some examples to each group, but those are just the ones that immediately came to mind.

...

If you see that I have missed a group or set of social media tools, feel free to let me know.

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Sign-up for the free course on #mLearning #MobiMOOC with speakers from around the world

http://ignatiawebs.blogspot.de/2012/04/sign-up-for-free-course-on-mlearning.html

Google -Group:

https://groups.google.com/forum/?fromgroups#!forum/mobimooc2012

 

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Content from the Social #Mobile #Networking for #Informal learning roundtable #somobnet
http://ignatiawebs.blogspot.de/2011/12/content-from-social-mobile-networking.html ;

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https://twitter.com/#!/Ignatia

 

 


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Scenarios in elearning: Why they're better than quiz questions by @CatMoore

Scenarios in elearning: Why they're better than quiz questions by @CatMoore | barcamps, educamps. opencourses, moocs | Scoop.it

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What is MLearning? Neue fluide, Formen des Assessments?

What is MLearning? Neue fluide, Formen des Assessments? | barcamps, educamps. opencourses, moocs | Scoop.it

In diesem Posting (eine Quelle aus Ellen Trudes Posting vom 30.04.12, Link  s.u.)  sind einige Stichpunkte zur pädagogischen Herangehenesweise aufgeführt:

- Zugang

- Kürze

- fluid: weniger formal

- on demand: tolles Beispiel: M-Learning im Taxi
http://www.youtube.com/watch?v=jUvoFgkFKdY


- Die Skizzierte neue Art und Weise des Assessments sollte noch ausgeweitet werden ...


hier die Quelle: 


by Noleen Turner, Marketing Manager We’ve all heard the buzz-word Mlearning but no one seems to agree on exactly what mobile learning is, and how it differs from elearning. ...

...

Mlearning requires a different pedagogical approach to Elearning for a number of reasons:


Access: the way learners access Mlearning is different to how they access Elearning (e.g. mobile phone and PDA screens can limit the amount and type of information that can be displayed versus office-based desk-top computer). Short courses: Mlearning is also best suited to short bite-sized learning courses, theory, information relay rather than long or very practical based courses. No one wants to complete an hour long learning course via a mobile phone or PDA. Less structured/less formal: Mlearning is often less structured that traditional Elearning which often sets out specific learning objectives. On-demand: Mlearning is more about just-in-time and on-demand learning at the moment it is needed (think a repair worker out on a job who can access a quick check-list of ‘to-dos’ when they is actually or the job or the Bloom Liverpool Project – a fantastic example of delivering mobile learning to taxi drivers) whereas traditional Elearning is more about comprehension and retention. With Elearning, learners are expected to learn information and retain it for a later time when they will actually apply it on the job. Assessment: Mlearning requires a whole new strategy for assessment. Traditional Elearning often includes a final knowledge check / assessment with the initial results recorded on an LMS but given that there is often a time delay before the learner is actually meant to put the learning into action, it can be difficult to measure and evaluate long-term behaviour change and the effects on the business. The time between Mlearning taking place and the learner putting what they have learned into action is relatively short, so it can be easier to measure behaviour change and impact on the business. (danke für die Anregung Ellen Trude:-)
http://trainingkonzepte.blogspot.de/2012/03/ist-mobile-learning-der-groe-trend.html
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Mobile Apps Will Pass – History Will Repeat Itself | Was sind die nächsten Konzepte "after Browser"?

Mobile Apps Will Pass – History Will Repeat Itself | Was sind die nächsten Konzepte "after Browser"? | barcamps, educamps. opencourses, moocs | Scoop.it

16 Apr 2012,  by Kyle James

http://doteduguru.com/id8103-mobile-apps-will-pass-history-will-repeat-itself.html#author

 

...

Just because you can build a mobile application it doesn’t mean that you should.

...

The point is what happened next? Well the .com bubble might have been a bust for investors but we started to fundamentally change the way that we used our computers. The browser became the supper “app” and began to replace everything that we did. We no longer needed weather bug to tell us the temperature or AOL instant messenger to chat with friends. Databases moved online and we could do much of the work that used to be through installed applications through a web browser.

...
Think about what is happening right now… IT IS THE SAME THING! With the introduction of HTML5 it is only a matter of time before the smart mobile web is good enough to easily and quickly do everything you need without installing a dozen apps to do each individual thing. Do you ever find yourself deleting an app and just relying on the browser to get the data you want? Let’s go back to weather or how about sports scores? Is it really that much better to install ESPN Sportscenter than it is to just have a bookmark to the mobile web version? Where do we draw the line and say, nope that it is we aren’t going to install any more apps. Does the app that you build make the cut?

...

In closing I want to share a recent Pew research report on the Future of Apps and the Web.

...

http://pewinternet.org/Reports/2012/Future-of-Apps-and-Web/Overview.aspx

 

 

...

The summary not surprisingly agrees with a lot of what I’m saying here:

...
"Futurist John Smart, founder of the Acceleration Studies Foundation, looks beyond 2020 and sees apps as merely a passing phase in Internet evolution. “Apps are a great intermediate play, a way to scale up functionality of a primitive Web,” he said, “but over time they get outcompeted for all but the most complex platforms by simpler and more standardized alternatives. What will get complex will be the ‘artificial immune systems’ on local machines. What will get increasingly transparent and standardized will be the limited number of open Web platforms and protocols that all the leading desktop and mobile hardware and their immune systems will agree to use. The rest of the apps and their code will reside in the long tail of vertical and niche uses.”

...
The executive summary of the report provides a lot of great bullet points for the web and for apps and is absolutely worth a read. They list out all the pros and cons of mobile apps that I’m not going to get into here. I’m curious about what you think on this subject? Do you still think there is a case to be made for building mobile apps or focusing on your mobile web strategy.

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elearnspace › learning, networks, knowledge, technology, community

elearnspace › learning, networks, knowledge, technology, community | barcamps, educamps. opencourses, moocs | Scoop.it
4. Interactions are distributed, multi-spaced. Our first MOOC – CCK08 – started by being primarily centered in a Moodle discussion forum. As the course progressed, interactions were scattered over many tools and technologies. We ended up with many spaces of interactions: Second Life, PageFlakes, Google Groups, Twitter, Facebook, Plurk, blogs, wikis, YouTube, among dozens of others. Coursera/xED learning is heavily centered in their platform. DS106 is a similar multi-spaced course: blogs and personally owned spaces define much of the interaction and learning.
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Game Based Learning in der beruflichen Weiterbildung

Game Based Learning in der beruflichen Weiterbildung | barcamps, educamps. opencourses, moocs | Scoop.it
Auf den Themenabschnitt Game Based Learning (GBL) des OPCO12 sind im Folgenden einige Gedanken im Zusammenhang der beruflichen Weiterbildung verfasst. Diese erheben keinen Anspruch auf Vollständigkeit.[*]

...

Grundsätzlich lassen sich m. E. sinnvolle Ansätze und Möglichkeiten für GBL-Szenarien in der beruflichen Weiterbildung finden. Und einige Beiträge in diesem Themenabschnitt verweisen auch schon auf interessante Anwendungsbeispiele – die Fundstücke von improweise sind hier eine interessante Quelle. Hierbei fällt hinsichtlich Qualität und Ausleuchtungsbreite besonders die Master Thesis von Marlies Auer auf, die unter dem Haupttitel “Lara Croft meets Nicolai Grundtvig” eine umfassende Arbeit über Computerspiele und computerbasierte Lernspiele in der Erwachsenenbildung verfasst hat.

...

Die Autorin geht dabei auch auf eine Dimension von GBL ein, die in der beruflichen Weiterbildung nicht erst seit wenigen Jahren eine besondere Bedeutung hat: Simulationen. Dabei betrachtet sie die Simulation als ein Abbild der Realität im Sinne eines Modells. Die Realität wird in einem Modell in Form eines Abbildes “dargestellt”, welches die Realität vereinfacht, komprimiert und abstrahiert. Simulationen im Kontext sind u. a. sogenannte Planspiele und die Planspiele der TOPSIM-Reihe sind hierzu beispielhaft. Ein wesentliches Modell-Merkmal sei jedoch nicht ausgeblendet, nämlich die Verkürzung:

...

Ein Modell erfasst nur Merkmale von Systemen, die dem Modellentwickler wesentlich erscheinen. Die sogenannte “Vollpraxis” sieht dann doch oft bekanntlich eben anders aus – und dennoch: GBL kann in der beruflichen Weiterbildung den Übergang von Theorie und Praxis erleichtern, zuweilen Praxisschocks in unterschiedlichen Berufs- und Wissensfeldern vermeiden oder beherrschbar machen und nicht zuletzt sinnvolle Paradigmen der “Theoriewelt” in die “Praxiswelt” implementieren und pflegen (die Schwelle von der Vollpraxis zur Vollidiotie ist ja sonst zuweilen fließend – man möge mir diese Formulierung bitte nachsehen).


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MuliW: Musik lernen im Social Web - Bilder vertonen

Im Rahmen einer mehrstündigen Lerneinheit sollen Schüler selbst Programmmusik komponieren und zwei prägnante Aspekte eines vorgegebenen Bildes musikalisch he...
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Welcome aboard! | Pirate university

Welcome aboard! | Pirate university | barcamps, educamps. opencourses, moocs | Scoop.it
The Pirate University is a site specially build to allow students who don't have access to up-to-date academic resources (publications) to ask students who have, to help them out.

How does it work?

Posting a request

You can post a request for a wanted academic resource through this page: http://www.pirateuniversity.org/node/add/quest

There you describe the article you are looking for.

To facilitate people in locating the article, you can enter the title of the publication the article appeared in, its author, the year of publishing, the issue, the volume and the page it was on. Its also possibile to provide an ISSN-number.

Also, we ask you to indicate from which (academic) discipline your wanted article approximately is.

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Participatory design for MobiMOOC: call for participation

Participatory design for MobiMOOC: call for participation | barcamps, educamps. opencourses, moocs | Scoop.it
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Thoorn schreibt » Das Vorlesungsskript in Zeiten der Gerätevielfallt

Im Rahmen des Themenblocks "Tablet Computing" möchte ich auch der Frage nachgehen, wie in der heutigen Zeit das klassische Vorlesungsskript an der Universität aussehen kann.
***
Doch nun zu den Fragen, die mir aus Sicht eines Lehrenden auf den Nägeln brennen:
- Welche Formate sollten sinnvollerweise neben den derzeitigen (Druck/pdf) angeboten werden?
- Wie können die unterschiedlichen Formate mit einem vertretbaren Aufwand produziert werden?
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What’s the “problem” with MOOCs? more real-world learning experience! MOOLE = open education + problem-based learning

Doug Holton,  May 4, 2012
http://edtechdev.wordpress.com/author/edtechdev/
... 

In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX. I think they are very worthy ventures and will servDoug Holton,e to progress our system of higher education. I do however agree with some criticisms of these courses, and that there is room for much more progress. I propose an alternative model for such massive open online learning experiences, or MOOLEs, that focuses on solving “problems,” but first, here’s a sampling of some of the criticisms of MOOCs.

...

From MOOC to MOOLE
MOOC purists would argue that the new courses from Udacity, Coursera, and edX are indeed in the same vein as traditional modes of higher education, and not what true MOOCs are about. The argument is that MOOCs should be about connecting learners with one another and with the content. It is the connections that matter. This philosophy has been variously termed or framed in terms of actor-network theory, networked learning, and connectivism. The point of this post is not to criticize those theories or ideas, but sometimes there does not appear to be a logical connection to learning and understanding. ”Connecting” learners to one another or exposing them to content may often not be sufficient to magically cause learning to happen or to cause significant changes in beliefs and practice. Similarly, making content “open” isn’t sufficient to magically cause learning to happen, although it is a good first step (enabling and expanding access to learning opportunities for more people). Also, even the original MOOCs still often had a traditional course structure with a beginning and end, all the learners learn the same topic at the same time, and the instructors are often still the “sage on the stage.” That is not to say that networking and openness are not necessary and valuable, just perhaps not always sufficient. As noted on the networked learning wikipedia page, Steve Fox (2002) argues that “networked learning is too often considered within the presumption of institutionalised or educationalised learning, thereby omitting awareness of the benefits that networked learning has to informal or situated learning.” And that latter point is important for reflecting on the MOOC model.

...

In these kind of problem-based learning situations we may or may not even be talking about a course structure at all, but more broadly any real-world learning experience – MOOLEs (massive open online learning experience) instead of MOOCs. I’m not saying that MOOCs are not MOOLEs though.

MOOLE = open education + problem-based learning:

...

Similarly, this discussion of MOOLEs is more concerned with identifying the qualities of effective lifelong learning experiences, that may happen to be facilitated by open and online resources and communities.

...

* A rubric or checklist might help identify some things to notice. That is beyond the scope of this post, but a few potential items might include:

* Is there a syllabus, instructor, etc.? You are definitely looking at a course, and it may be a MOOC. But whether it is a learning and learner-centered experience might be a separate matter.
* Is there are *required* textbook you have to buy? That kind of hurts the openness of the learning environment if some cannot purchase the book (and a significant portion of college students do not purchase the textbook for courses)
* Does the learning end? Is that ending arbitrary?
Are beginners and new learners/members being scaffolded and supported? Is there a culture of respect for novices?
* Are there mechanisms for helping one another see what each other is learning or not understanding? See research on formative assessment, for example.
* How is learning being facilitated? See Goals and Strategies of a Problem-based Learning Facilitator for some ideas.


Via Martin Weller
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Start des zweiten Themenblocks mit Schwerpunkt “Tablet Computing”

Start des zweiten Themenblocks mit Schwerpunkt “Tablet Computing” | barcamps, educamps. opencourses, moocs | Scoop.it

Posted on 7. Mai 2012 by jwedekind
http://opco12.de/author/jwedekind/

... 

Im zweiten Themenblock des opco12 vom 07.05. – 18.05.2012 behandeln wir das Thema “Tablet Computing”. Der Horizon Report geht davon aus, dass sich diese Technologie – zusammen mit mobilen Applikationen (zum Abschluss des ersten Themenschwerpunkts “Mobile Apps” wird im Laufe des heutigen Tages noch eine Zusammenfassung der Beiträge aus der zweiten Woche online gestellt) – in den nächsten zwölf Monaten in Bildungseinrichtungen durchsetzen wird. Nun stehen mobile Endgeräte und Mobile Computing als Trends auch schon in den vorausgehenden Horizont Reports. Aber die Verfügbarkeit von Tablets und Apps könnten dem Mobile Learning wohl einen entscheidenden Schub geben.

...

In diesem Themenblock wollen wir deshalb diskutieren und abschätzen, ob diese Entwicklung tatsächlich bereits kurzfristig zu neuen Ausstattungsinitiativen und zu nachhaltig veränderten Nutzungskonzepten im Lehr-/Lernkontext führen werden.

Das Online Event zu Tablet Computing Zugang über

http://connect8.iwm-kmrc.de/opco12  findet erneut an einem Mittwoch statt, den 09.05.2012, um 17:00. Unsere Experten stehen für Nutzungskonzepte in zwei völlig unterschiedlichen Bereichen: der Grundschule bzw. der Hochschule.

...

Prof. Beat Döbeli Honegger ist Dozent für Medienbildung und Informatikdidaktik mit Forschungsauftrag am Institut für Medien und Schule (IMS) sowie Leiter E-Learning an der PHZ Schwyz in Goldau. Er bringt seine Erfahrungen aus zwei Pilotprojekten ein, einem abgeschlossenen zweijährigen iPhone-Projekt und dem laufenden Projekt “Digitaler Alltag” in einer Grundschulklasse mit iPads und zwei Klassen mit iPod touchs.

...

René Wegener (Universität Kassel) ist wissenschaftlicher Mitarbeiter im Fachgebiet Wirtschaftsinformatik (Lehrstuhl Prof. Leimeister), das sich am Projekt Mobiles Lernen der Universität Kassel beteiligt hat. Konkret wurde das Nutzungsspektrum von iPads in einer Massenveranstaltung und neuartige Lernszenarien erprobt.

Moderiert wird das Online Event von Dr. Joachim Wedekind, Mitarbeiter bei e-teaching.org, einem der Veranstalter des OPCO 2012.+

....

Wir möchten das Online-Event dazu nutzen, inhaltliche Fragen zu den Projekten zu klären, insbesondere aber auch, um sich daran anschließende Fragen zu diskutieren, wie z.B.

• Erfordern Tablets eigentlich zwingend 1:1-Ausstattungen?
• Brauchen wir spezielle Schul-Tablets (Schul-Computer)?
• 1:1-Computing oder gleich BYOD (Bring Your Own Device)?
• Ist die Forcierung von E-Books nicht eine logische Konsequenz aus der Verbreitung der Tablets?

und natürlich weiteren Fragen, die Sie in die Diskussion einbringen können.

...

Damit ausreichend Raum bleibt für die Diskussion sollten Sie die Möglichkeit nutzen, sich auf das Online-Event vorzubereiten. Wir empfehlen Ihnen zur Lektüre neben dem Kapitel Tablet Computing im Horizont Report (S. 16-20 der deutschen Fassung) (1)  das Fazit von Döbeli Honegger & Neff zum iPhone-Projekt (2)  und den Artikel von Wegener, Prinz, Bitzer & Leimeister (2011): Steigerung von Interaktivität, Individualität und Lernerzufriedenheit in einer universitären Massenveranstaltung durch mobile Endgeräte. (3) Weitere Informationen und Materialien zur Themenwoche finden Sie auf der entsprechenden Programmseite (4), z.B. auch 140 Sekunden zum Projekt “Digitaler Alltag” auf Schweizerdeutsch  (5) …. Achten Sie auch auf die entsprecheden Tweets im Vorfeld der Veranstaltung
https://twitter.com/#!/opco12

 

...
Bitte beachten Sie, dass unsere beiden Experten in der Sitzung keine Vorträge halten werden, sondern jeweils nur nochmal in einem Kurzstatement ihre Konzepte und Erfahrungen zusammenfassend vorstellen. Anschließend werden wir uns auf die Fragen einigen, die daran anknüpfend diskutiert werden sollen.

...

Wir würden uns freuen, wenn Sie sich zahlreich an dem Online Event sowie an den Diskussionen während der Themenwoche beteiligen würden – z.B. mit eigenen Blogbeiträgen und Tweets. Damit wir auch Ihre Blogbeiträge aggregieren können würden wir uns freuen, wenn Sie sich dafür bei uns mit Ihrem Blog melden würden (Email an: technik@opencourse2012.de).

Weiterhin viel Spaß beim OpenCourse 2012! 

***********************************************************************

****************************RESOURCEN ******************************
(1)

http://www.mmkh.de/upload/dokumente/2012HorizonReport_German_final.pdf

 

(2)

http://beat.doebe.li/publications/2011-doebeli-honegger-neff-delfi-2011-iphone-projekt.pdf

 

(3)

http://www.uni-kassel.de/fb7/ibwl/leimeister/pub/JML_235.pdf

 

(4)

http://opco12.de/tablet-computing/

 

(5)

http://www.projektschule-goldau.ch/permalink/1700


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#Change11 :: MOOC Comment Scraper (update) summarised versions of recent blog posts with their comments

#Change11 :: MOOC Comment Scraper (update) summarised versions of recent blog posts with their comments | barcamps, educamps. opencourses, moocs | Scoop.it
To recap, I’ve been developing a MOOC Comment Scraper that brings together brief summarised versions of recent blog posts with their comments (‘A ‘Comment Scraper’ for Aggregating Blog Posts with Comments in a MOOC‘). The idea was to provide a quick impression of current MOOC activity but in principle any online event where discussion is distributed over participant blogs could be treated in a similar way.
I’ve found the Scraper helpful myself but we all work in different ways so I would like to know how useful such a tool might (or might not) be to other people? Some aspects of design, choice of colours etc, are easily changed. Others that depend on the properties of input feeds, less so. Further development could proceed in several different directions (eg as a research tool) – suggestions are welcome!
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Get smart with 5 minutes tutorials/IT-Security/Part 1: browsers

Get smart with 5 minutes tutorials/IT-Security/Part 1: browsers | barcamps, educamps. opencourses, moocs | Scoop.it

Gust MEES

 

Hi, I start a new series of blogs with educational vocation who will be easy to follow as they take only +/- 5 minutes and by following them and by applying my advice you will become a champion in IT-Security...

 

Read more...

 


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App Store - Books- 23,469 classics to go: The plays of Shakespeare, the letters of leaders, the autobiographies of Franklin and Carnegie, the philosophy of Seneca and Plato

Books. Free Books! The plays of Shakespeare, the letters of leaders, the autobiographies of Franklin and Carnegie, the collected works of geniuses, the philosophy of Seneca and Plato. It's all here, along with tens of thousands of other books.

* Handpicked Collections. English 101, Theology, Romance, Ghost Stories, Banned Books... the list goes on. We have 61 hand picked collections to make finding great books a cinch.


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AuchWirHabenJetztNeLernkarteiApp < Beat < wiki.doebe.li

AuchWirHabenJetztNeLernkarteiApp < Beat < wiki.doebe.li | barcamps, educamps. opencourses, moocs | Scoop.it

@beatdoebeli, 22 Apr 2012

http://wiki.doebe.li/Main/BeatDoebeli

 

...

Im Dezember 2011 habe ich mich darüber ausgelassen, dass es derzeit sehr in sei, eine eigene App zu haben. Im Bildungsbereich fokussiert sich dieser Hype in meiner Wahrnehmung derzeit auf Lernkartei-Apps.

...
Alle möglichen Player im Bildungsbereich sind derzeit stolz darauf, eine Lernkartei-App entwickelt zu haben. Bitte nicht falsch verstehen, ich habe gar nichts gegen Lernkartei-Apps auf mobilen Geräten, im Gegenteil! Sowohl im abgeschlossenen iPhone-Projekt als auch im laufenden Projekt Digitaler Alltag spielen Lernkarteien eine wichtige Rolle.

...
Es stellt sich einfach die Frage, ob es sinnvoll ist, wenn alle das Lernkarteien-Rad wieder neu zu erfinden versuchen und zum Teil ihren Inhalt ohne erkennbaren Mehrwert fix mit ihrer Lernkartei-App verbinden. Sinnvollerweise sollte sich doch ein Standard zur Definition einer Lernkartei entwickeln. Mit diesem Standard werden dann die Inhalte beschrieben und die entsprechenden Pakete wären dann auf standardkompatiblen Lernkartei-Apps nutzbar. Das DOC oder PDF der Lernkarteien, salopp formuliert. Aber es kann nicht der Weisheit letzter Schluss sein, dass Lernende 7 unterschiedlich zu bedienende Apps installieren müssen, wenn sie 7 verschiedene Themengebiete lernen sollten.

...
Etwas gar weit aus dem Fenster lehnte sich vor ca. einem Monat die Presseabteilung der FernUniversität Hagen, als sie schrieb, dass ihre Mediendidaktiker keine andere Universität gefunden hätten, an der Apps zu Lernzwecken eingesetzt würden ...

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